This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
NYS Common Core ELA & Literacy Curriculum Grade 12• Module 1 • Unit 1 • Lesson 3
Bold text indicates questions for the teacher to ask students.
Italicized text indicates a vocabulary word.
Indicates student action(s).
Indicates possible student response(s) to teacher questions.
Indicates instructional notes for the teacher.
Activity 1: Introduction of Lesson Agenda 10%
Begin by reviewing the agenda and sharing the assessed standard for this lesson: RI.11-12.3. In this lesson, students read and discuss chapter 2 of The Autobiography of Malcolm X, pages 35–40, focusing on Malcolm X’s development over an excerpt of the text. Additionally, students engage in a group discussion around the concept of character development in narrative, focusing on how individuals and events interact and develop over the course of the text.
Differentiation Consideration: Consider posting or projecting the following guiding question to
support students in their reading throughout the lesson:
What events happen in this chapter? How do they change Malcolm X?
Students look at the agenda.
Differentiation Consideration: If students are using the 12.1 Common Core Learning Standards Tool,
instruct them to refer to it for this portion of the lesson introduction.
Post or project standards RI.11-12.3, W.11-12.2.e, and L.11-12.4.a. Instruct students to focus on RI.11-12.3 and talk in pairs about what they think the standard means. Lead a brief discussion about the standard.
Student responses should include:
o The standard requires students to identify and examine a set of ideas or events.
o The standard requires students to explain how people, ideas, or events interact and change
throughout the text.
Instruct students to focus on W.11-12.2.e and talk in pairs about how they think the standard applies to their writing. Lead a brief discussion about the standard. Ask students the following questions:
How does standard W.11-12.2.e compare to standard W.11-12.3.f? How do the standards differ?
Student responses should include:
o Standard W.11-12.2.e requires students to use a formal style and objective tone while
writing.
o Similarly, standard W.11-12.3.f requires students to adapt voice to the audience.
o Both standards require students to be aware of the audience and adjust tone/voice based
on this awareness.
o Standard W.11-12.2.e focuses more on style and tone, whereas standard W.11-12.3.f
focuses on voice.
Students were introduced to W.11-12.3.f in 12.1.1 Lesson 2.
Instruct students to focus on L.11-12.4.a and talk in pairs about what they think the standard means. Lead a brief discussion about the standard.
Student responses should include:
o The standard requires students to determine word meaning from context.
o The standard requires students to use the word’s part of speech as a clue to its meaning.
Activity 2: Homework Accountability 15%
Instruct students to take out their responses to the previous lesson’s homework assignment. (Read chapter 2 of The Autobiography of Malcolm X and develop 2–3 discussion questions focused on how the structure of the text makes points clear, convincing, and engaging (RI.11-12.5). Prepare possible answers to your questions for discussion.)
Instruct students to talk in pairs about questions they developed for homework, specifically analyzing how the structure is effective in engaging the reader and making points clear and convincing (RI.11-12.5).
Student questions may include:
Why does Malcolm X go “into hiding” (p. 25) after his first boxing match against Bill Peterson?
He lost badly and a boxing ring was “the only place a Negro could whip a white man and not
be lynched” (p. 25). The loss was a blow to Malcolm X’s reputation and the neighborhood
looked down on him for such a bad loss.
What does Malcolm X mean by saying that “even though they appeared to have opened the
door, it was still closed” (p. 28)?
Although the Swerlins treated him with respect and affection, they still did not think of him
as a person. He was, in their eyes, “a pedigreed pup” (p. 28).
Students discuss the questions that they have developed.
If student discussion is rich, text-dependent, and building toward the assessment prompt, consider
extending the discussions beyond the allotted time. Lead a brief whole-class discussion using any
additional Reading and Discussion questions necessary to ensure students are prepared for the
assessment. (Key questions are marked with an asterisk(*).)
Activity 3: Reading and Discussion 40%
Instruct students to form pairs. Post or project each set of questions below for students to discuss. Instruct students to continue to annotate the text as they read and discuss.
Instruct student pairs to read pages 35–37 (from “The summer of 1940, in Lansing, I caught the Greyhound bus” to “But I found I couldn’t”).
Differentiation Consideration: Consider posting or projecting the following guiding question to
support students in their reading throughout the lesson:
What events happen in this chapter? How do they change Malcolm X?
If necessary to support comprehension and fluency, consider using a masterful reading of the focus
excerpt for the lesson.
Provide students with the following definition: feigned means “made believe; pretended.”
Students may be familiar with this word. Consider asking students to volunteer a definition before
providing it to the group.
Students write the definition of feigned on their copies of the text or in a vocabulary journal.
Post or project the following questions for students to discuss in pairs before sharing out with the class.
How does the description of Malcolm X on page 35 demonstrate his character at the beginning of his
journey to Boston?
He has a cardboard suitcase and he’s wearing his “green suit” (p. 35). He states, “If someone
had hung a sign, ‘HICK,’ around my neck, I couldn’t have looked much more obvious” (p. 35).
This description shows that Malcolm X is from a rural area and that he is aware he must have
stood out given his attire.
Differentiation Consideration: If students struggle, consider posing the following question to
support their understanding.
What specific words and phrases does the author use to describe Malcolm X and his actions on
o In Boston, Malcolm X talks about the “black society” (p. 36) of which Ella is a part and
mentions that the Roseland State Ballroom performers play one night for a white audience
and the next night for an African-American one.
Students may not be familiar with the historical reference to segregated buses. If necessary to
support student comprehension, inform students that until 1956 many bus lines required African-
American passengers to enter through the back of the bus and give their seats up to white people if
asked.
Lead a brief whole-class discussion of student responses.
Instruct students to form pairs and read pages 37–40 (from “My restlessness with Mason–and for the first time in my life” to “I’d probably still be a brainwashed black Christian”). Post or project the following questions for students to discuss.
Provide students with the following definitions: pivotal means “of vital or critical importance,” profound means “of deep meaning or of great and broadly inclusive significance,” and menial means “lowly and sometimes degrading.”
Students may be familiar with these words. Consider asking students to volunteer definitions before
providing them to the group.
Students write the definitions of pivotal, profound, and menial on their copies of the text or in a
vocabulary journal.
Differentiation Consideration: Consider providing students with the following definitions: carpentry
means “the skill or work of making or fixing wooden objects or wooden parts of buildings,”
arrangements means “something that is done to prepare or plan for something in the future,” and
masses means “a large number of people.”
Students write the definitions of carpentry, arrangements, and masses on their copies of the
text or in a vocabulary journal.
*What changes come over Malcolm X when he returns from Boston?
Student responses may include:
o Malcolm X’s understanding of the white community in Lansing and his place in it has
changed. He calls Mr. Ostrowski’s advice “in his nature as an American white man” (p. 37),
and states that he sees only a future where Malcolm X is in his place. Malcolm X’s
experience in Boston has made him long for a future in which he doesn’t have to “wash
It indicates that he considers himself separate from the “brainwashed” African Americans and is
not reliant on “two-faced whites” (p. 40) in order to live his life.
Lead a brief whole-class discussion of student responses.
Activity 4: Analyzing Character Development 15%
Explain to students that one of the key elements of narrative writing is the development of characters over the course of the text. Character development consists of the information that the author provides about the characters in the text. Character development includes the physical aspects of the character, their actions, their environment, and their words or thoughts.
It can be helpful to think of character development as tied to events that occur in a narrative story or essay; by examining the events of a text and the way in which the character acts and reacts, the reader can learn more about the character. Over the course of this chapter, Malcolm X undergoes a number of changes. Instruct students to Think, Pair, Share about the following questions to show the relationship of Malcolm X’s actions and reactions to events in his life.
What events happen to Malcolm X over the course of the chapter?
Student responses may include:
o He loses two boxing matches against a white opponent.
o He acts out in school and is sent to a reform school.
o He goes to live with the Swerlins.
o He is enrolled in Mason Junior High School.
o Ella visits him.
o He takes a trip to Boston.
o Mr. Ostrowski advises him to find a “realistic” (p. 38) career.
o He leaves the reform school and goes to live with the Lyons family.
o He finishes eighth grade and moves to Boston to live with his sister, Ella.
Lead a brief class discussion of student responses. Post or project student responses. Instruct students to examine these events and answer the following question to determine how each event might demonstrate Malcolm X’s character development.
What changes occur in Malcolm X’s character over the course of the chapter?
o Malcolm X, ashamed of his loss, trains himself for a second boxing match.
o After being reprimanded by a teacher, Malcolm X acts out against him, displaying a disdain
for authority.
o Malcolm X describes the Swerlins as good people but feels that their behavior is
hypocritical: they don’t think of him as a person.
o At Mason Junior High, Malcolm X is treated as a “mascot” (p. 27) but he still involves himself
in all of the activities.
o Ella is the “first really proud black woman” (p. 34) he has seen. He is impressed by her pride
and power.
o In Boston, he is exposed to a broad African American community that was previously
unknown to him. This exposure makes it impossible for him to be comfortable back at the
Swerlins’s.
o Malcolm X realizes he can no longer be happy in Mason and leaves for Boston.
Explain to students that these events and changes give us an important window into Malcolm X’s character. Students should consider how to use character development in their own writing to give the reader a larger understanding of who they are.
Differentiation Consideration: Consider providing students with the Character Development Tool to
record character development they have identified and discussed.
Activity 5: Quick Write 15%
Instruct students to respond briefly in writing to the following prompt:
How does Malcolm X develop over the course of chapter 2?
Ask students to use this lesson’s vocabulary wherever possible in their written responses. Remind students to establish and maintain a formal style and objective tone while writing. Remind students to use the Short Response Rubric and Checklist to guide their written responses.
Students listen and read the Quick Write prompt.
Display the prompt for students to see, or provide the prompt in hard copy.
If necessary, remind students to use their notes from the previous lesson’s homework to provide
evidence and support their comprehension of Malcolm X’s development over the course of the
chapter.
Transition to the independent Quick Write.
Students independently answer the prompt using evidence from the text.
See the High Performance Response at the beginning of this lesson.
Activity 6: Closing 5%
Display and distribute the homework assignment. For homework, instruct students to read and annotate chapter 3 of The Autobiography of Malcolm X and develop 2–3 discussion questions focused on how individuals, ideas, or events interact and develop over the course of the text (RI.11-12.3). Prepare possible answers to their questions for discussion.
Students follow along.
For Accountable Independent Writing homework, instruct students to continue planning their
response to a Common Application prompt. Students can continue brainstorming or begin outlining
their responses. Additionally, instruct students to read one model essay and write an objective
summary of the essay. Model essays can be found at http://www.jhu.edu/ (search term: Essays That
Worked). Consider assigning students different model essays, so the class reads a wide variety. Also,
consider establishing online protocols, so students can post their summaries to the class’s online
writing community. If necessary, read a model essay with the class and demonstrate writing a brief,
objective summary.
Homework
Read and annotate chapter 3 of The Autobiography of Malcolm X and develop 2–3 discussion questions
focused on how individuals, ideas, or events interact and develop over the course of the text (RI.11-
12.3). Prepare possible answers to your questions for discussion.
Character Development Tool
Name: Class: Date:
Directions: Analyze the character development that you encounter in the text. Identify the events that
are connected to this development. Cite textual evidence to support your work.